APPLICATION PACKET GUIDELINES
for submittal of courses as general education
Any department may submit a course(s) to the General Education Committee for
consideration as meeting NDSU's general education requirements. Not every
department may have courses it wishes to submit for consideration as a course
approved for general education purposes. Courses submitted for general education will
be evaluated in terms of their meeting general education outcomes as approved by the
University Senate on November 9, 1992.
Interested departments must submit the required materials electronically as
attachments, preferably as a single PDF file to email@example.com. If this course is
also offered online or in a web-based format, please submit that syllabus and
appropriate documentation. The syllabus may be accompanied by an Explanation (see
When the Committee evaluates courses, one of its guides is the Preamble from the
“Working Definitions and Essential Considerations for General Education Courses”
• All courses must have Academic Affairs approval before being considered by the
General Education committee.
• Courses are excluded from consideration if they focus on a single discipline-
specific aspect, if they intend only to deepen a student’s knowledge within a
narrowed topic area, or if they treat the material within an applied professional
• Courses with a temporary number (’99) are not eligible for General Education
• Courses should have no pre-requisites. The only prerequisites for general
education courses must be other general education courses unless the General
Education committee specifically approves an exemption due to the specialized
knowledge required for students in the course.
• Courses should be designed for a general audience (both majors and non-
The syllabus serves as the primary source of evidence about the course and must be
submitted to the Committee. This syllabus should be substantially the same as that
received by the students enrolled in the course. If the syllabus is not in the format of the
General Education Course Template, then a version in that format must also be
submitted to the Committee. The General Education Course Template will be used by
the General Education Committee to evaluate each course. The template needs to
clearly identify the General Education Intended Student Outcomes in the course in
relation to the NDSU General Education Intended Student Outcomes.
Faculty should consult the General Education Outcomes Rubrics/Matrices for guidance.
The rubrics/matrices for the General Education Outcomes are guidelines. They are
neither all-inclusive, rigid rules, nor a scorecard. The Committee does not expect
evidence for each possible aspect of an outcome listed in each rubric/matrix; however,
evidence for some of the criteria will be needed. The Committee designed these
rubrics/matrices to promote consistency in its evaluation of courses and to assist faculty
who are submitting courses for review. They will be used by the Committee in its
evaluation, and should be submitted by faculty as part of course packets.
All General Education Course Syllabi and course web sites must identify the course as
having been approved for meeting General Education requirements and include the
general education outcomes for which each course is approved. The syllabus should
explain how the general education outcomes will be taught and how student attainment
of the general education outcomes will be measured. The syllabus must also include the
minimum information required by the Academic Affairs Committee of the University
Senate: course prefix, number, and title; instructor and contact information; course
description and objectives; evaluation procedures and criteria; course
schedule/outline/calendar of events; required student resources; Americans with
disabilities statement about students with special needs; and approved academic
If desired, the department may submit an accompanying explanation describing the
course or any aspect of the syllabus in more detail. The department may wish to include
such things as the instructor's focus in the course, class size, or how frequently offered.
When a course is approved as meeting general education requirements, the department
agrees to the following:
1. Notify the General Education Committee when substantive changes are made in the
intended general education outcomes of the course.
2. As needed the instructor will participate with the General Education Committee in the
scheduling and carrying out of assessment of the general education outcomes for the
3. In accord with current procedures for department annual reports and assessment
reports, instructors and departments will provide evidence for student achievement of
the appropriate General Education Outcomes. The Committee encourages instructors to
use the web-based formative assessment instrument for General Education courses.
Instructors should retain copies of assignments, course materials, samples of
anonymous student work, quizzes, and final exams for three years. Some of these
materials may be requested by the Committee.
For additional information or to submit electronic course packets, contact
GENERAL EDUCATION NEW COURSE TEMPLATE
(For courses seeking approval as meeting general education requirements)
Department: _________________ Course Prefix and Number: ___________
Course Title: ___________________________________________
This form was completed by: ________________________________
Campus phone #: _______________ E-mail: _______________________________
ITEMS TO BE INCLUDED: (Please use these headings as the template.)
1. Course Information
Category(ies) in which you are submitting this course________________________
Students for whom the course is intended (only if applicable)___________________
(e.g., chemistry for students with good preparation in high school math and science
Prerequisites for courses shall be only other general education courses and may not
exclude students from any major other than that of the department offering the course)
2. Textbook(s)/Course Materials/Library Materials on Reserve (if required)
3. Intended Course Outcomes and Their Relationship to General Education
List course outcomes in measurable terms and identify the associated general education
outcome(s) by number.
4. Student Activities to Promote General Education Outcomes
(organized by the general education outcome identified under heading three)
Explain which student activities in your class (e.g., attending lectures, participating in
discussions, reading and integrating perspectives and information, conducting
experiments, etc.) promote the general education outcomes listed under number three.
For example, which student activities included in the attachments refer to each
outcome? Please provide specific examples of student activities for each outcome and
complete and submit the appropriate General Education Outcome Rubric/Matrix to
indicate how those examples of student activities provide evidence for a specific element
in the General Education Rubric for that outcome. If this course is also offered online or
in a web-based format, please note this and indicate to what extent the student activities
5. Evaluation of General Education Outcomes
(organized by the general education outcome identified under heading three)
What methods of evaluation do you use to measure each general education outcome
(e.g., midterm, final, quizzes/tests, papers, attendance, class participation, questions,
discussions after class)? What criteria do you use to judge if a general education
outcome has been met? Please provide specific examples of methods and criteria for
each outcome. Please link each example to the specific student activities noted under
heading four for each outcome, and explain how each example provides evidence for a
specific element in the General Education Rubric for that outcome. If this course is also
offered online or in a web-based format, please note this and indicate to what extent the
evaluation of each outcome differs.
6. Schedule and Topics
(e.g., major assignments, exams/quizzes, projects, vacations, field trips or special
activities, unless provided in attached syllabus)
If this course was is being submitted the Cultural Diversity or Global Perspectives
category please provide a short description and examples of how this course has
fulfilled, and will continue to fulfill, the following definitions:
Cultural Diversity: Cultural Diversity focuses on the personal, interpersonal, and social
effects of students encountering the effects of differences among a variety of cultures.
Global Perspectives: The focus of the Global Perspectives category is on analysis and
interpretation of issues that illustrate global interdependence.
For additional information, contact firstname.lastname@example.org